Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

DEGREE PROGRAM BSEd; BPE COURSE NO. Professional Education 8

SPECIALIZATION English COURSE TITLE Assessment in Learning 2
Filipino
Social Studies
YEAR LEVEL 3 TIME FRAME 3 Hrs. WK NO. 6 IM NO. 3

I. UNIT 3: PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT

II. LESSON TITLES: Lesson 1: Product-Oriented Learning Competencies

Lesson 2: Task Designing
Lesson 3: Scoring Rubrics

III. LESSON OVERVIEW

Just like in the Process-oriented Performance-based Assessment, assessment is not purely

cognitive but holistic to include the other domains. Hence, there should also be product-oriented
performance-based assessments.

Again, teachers and would-be teachers should be able to make appropriate connections
among learning outcomes, tasks, and tests/assessments. And as educators focus on alternative
modes to measure other or all domains, the tools to use in order to have objective scoring – the
rubrics should also be well done.

IV. DESIRED LEARNING OUTCOMES

Given national and international educational scenario, the students should be able to:
1. determine appropriate product-oriented learning competencies;
2. design tasks highlighting the competencies; and
3. make rubrics that measure competencies.

V. LESSON CONTENT

PRODUCT-ORIENTED PERFORMANCE-BASED ASSESSMENT

Performance-based tasks require performance-based assessments in which the actual

student performance is assessed through a product, such as a completed project or work that
demonstrates levels of task achievement. It has led to the use of alternative ways of evaluating
student progress (journals, checklists, portfolios, projects, rubrics, etc.) as compared to more
traditional methods of measurement (paper-and-pencil testing).

Product-Oriented Learning Competencies

Student performances can be defined as targeted tasks that lead to a product or overall
learning outcome. Products can include a wide range of student works that target specific skills.
Using rubrics is one way that teachers can evaluate or assess student performance or proficiency in
any given task as it relates to a final product or learning outcome.

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022

There are other ways to state product-oriented learning competencies. For instance, we can
define learning competencies for products or outputs in the following way:

• Level 1: Does the finished product or project illustrate the minimum expected parts or functions?
(Beginner)

• Level 2: Does the finished product or project contain additional parts and functions on top of the
minimum requirements which tend to enhance the final output? (Skilled level)

• Level 3: Does the finished product contain the basic minimum parts and functions, have
additional features on top of the minimum, and is aesthetically pleasing? (Expert
level)

Examples:

The desired product (Geometry class): representation of a cubic prism made of cardboard

Learning competencies: The final product submitted by the students must:

1. possess the correct dimensions (5” x 5” x 5”) – (minimum specifications)

2. be sturdy, made of durable cardboard, and properly fastened together – (skilled specifications)

3. be pleasing to the observer, preferably properly colored for aesthetic purposes – (expert level)

Desired product: scrapbook illustrating the historical event called EDSA I People Power

Learning Competencies: The scrapbook presented by the student must:

1. contain pictures, newspaper clippings, and other illustrations for the main characters of EDSA I
People Power namely: Corazon C. Aquino, Fidel V. Ramos, Juan Ponce Enrile, Ferdinand E.
Marcos, Cardinal Sin – (minimum specifications)

2. contains remarks and captions for the illustrations made by the student himself for the roles
played by the characters of EDSA I People Power – (skilled level)

3. be presentable, complete, informative, and pleasing to the reader of the scrapbook – (expert
level)

Desired output in a computer class:

Learning Competencies: The final encoding outputs of the students must:

1. possess no more than five (5) errors in spelling – (minimum specifications)

2. possess no more than 5 errors in spelling while observing proper format based on the document
to be typewritten – (skilled level)

3. possess no more than 5 errors in spelling, has the proper format, and are readable and
presentable – (expert level)

Designing

The concepts that may be associated with task designing include:

a. Complexity. The level of complexity of the project needs to be within the range of ability of the
students.

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022

b. Appeal. The project or activity must be appealing to the students. It should be interesting enough
and should lead to self-discovery of information by the students.

c. Creativity. The project needs to encourage students to exercise creativity and divergent thinking.
It should lead the students into exploring the various possible ways of presenting the final output.

d. Goal-Based. The project is produced in order to attain a learning objective. Projects are assigned
to students not just for the sake of producing something but for the sake of reinforcing learning.

Example: Paper folding is traditional Japanese art. However, it can be used as an activity to
teach the concept of plane and solid figures in geometry. Provide the students with
a given number of colored papers and ask them to construct as many plane and solid
figures from these papers without cutting them (by paper folding only)

Scoring Rubrics

Scoring rubrics are descriptive scoring schemes that are developed by teachers or other
evaluators to guide the analysis of the products or processes of students’ efforts such as essays or
scrapbooks. By developing a pre-defined scheme for the evaluation process, the result becomes
more objective.

Where and when a scoring rubric is used does not depend on the grade level or subject, but
rather on the purpose of the assessment.

Criteria Setting. The criteria for scoring rubrics are statements, which identify “what really
counts” in the final output. The following are the most often used major criteria:
• Quality
• Creativity
• Comprehensiveness
• Accuracy
• Aesthetics

Identify sub-statements. These would make the major criteria more focused and objective.
For instance, if we were scoring an essay on: “Three Hundred Years of Spanish Rule in the
Philippines”, the major criterion “Quality” may possess the following sub-statements:
• Interrelates the chronological events in an interesting manner
• Identifies the key players in each period of the Spanish rule and the roles that they played
• Succeeds in relating the history of Philippine Spanish rule (rated as Professional, Not quite
Professional, and Novice)

Other Assessment Tool. Checklists are an appropriate choice for evaluation tools when the
information that is sought is limited to the determination of whether specific criteria have been met
(as compared to rubrics which are based on descriptive scales and support the evaluation of the
extent to which criteria have been met.

General versus Task-Specific. Scoring rubrics can be used to assess or evaluate specific
tasks or a general or broad category of tasks. A specific scoring rubric would be necessary to
determine the student’s knowledge of facts or events, or to evaluate a sequence of presentations.

Process of Developing Scoring Rubrics

1) Identification of the qualities and attributes that the teacher wishes to observe in the students’
outputs that would demonstrate their level of proficiency. These qualities and attributes form the
top level of the scoring criteria for the rubrics. Once done, a decision has to be made on whether
a holistic or analytic rubric, would be more appropriate.

2) Identification and definition of the criteria for the lowest level of performance. In other words,
the teacher is asked to determine the type of performance that would constitute the worst
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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM NO.: IM-PROFED8-2NDSEM-2021-2022

performance or performance which would indicate a lack of understanding of the concepts being
measured.

List of Activities / Outputs

(Performance-Based Assessment)

Process-Oriented Product-Oriented Process & Product-Oriented

Role-playing/drama/skit Big book Problem-solving

Dancing Visual aids Flower arrangement
Singing Reaction paper Baking
Declamation Research work Skirting
Oratorical/speech Processed foods Cooking
Conducting experiment Lesson plans Food processing
Recitation Exercises Paper folding
Classroom demonstration teaching Theme writing output Skirting
Playing musical instruments - formal Sewing
- informal Darning
Sentence construction Crocheting
Journal Experiments
Rubrics Drawing
Coloring

VI. LEARNING ACTIVITIES

Group Activities:

1) Construct rubrics (both analytic and holistic) to evaluate:

1) essay (product)
2) any skill in your field of specialization (process)

2) Virtual Judging of samples of outputs

VII. EVALUATION

Online Quiz

Portfolio/Project Entry. Another output will be required of the students (in Module 5, on
Portfolio Assessment), with its content to include all activities in AL2.

VIII. REFERENCES

Teaching Guide in Assessment of Student Learning 2

Other references indicated in the Course Outline

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